Transferring the sandwich principle to instructional videos: is it worth the effort?

BMC Medical Education

Martin Lemos¹  Frank Hölzle²  Marius Heitzer²  Christina Thomas²  Florian Peters²  Anna Bock²  Philipp Winnand²  Ali Modabber² 

[1] Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Pauwelsstraße 30, 52074, Aachen, Germany;Department of Oral and Maxillofacial Surgery, University Hospital RWTH Aachen, Pauwelsstrasse 30, 52074, Aachen, Germany;

关键词: Education;    Sandwich principle;    Instructional video;    Activating elements;    Educational model;   

DOI  :  10.1186/s12909-021-02967-3

来源: Springer

【 摘 要 】

BackgroundThe sandwich principle is an educational concept that regularly alternates between collective and individual learning phases within one learning unit. Applying sandwich principle to lectures has proven to be more effective for learning outcomes than classical lectures. Supposedly, this teaching format also leads to a beneficial knowledge transfer when applied to other teaching formats. Therefore, the aim of this study was to investigate the effect of the sandwich principle on instructional videos and how its use was evaluated by students.MethodsParticipants (n = 51) were randomly allocated into two groups. Both groups were given a test to assess the baseline level of knowledge. Afterwards, the control group watched the normal instructional video on cleft lips and palates, while the sandwich group watched the same video modified according to the sandwich principle. The participants then had to answer 30 single-choice questions to assess their knowledge gain and evaluate the instructional video. Long-term retention of the knowledge was tested again 6 months later using the same test questions. The unpaired t-test and ANOVA were used to compare the results.ResultsComparison of the pre-test and post-test results of both groups showed significantly increased test scores (p < 0.0001). Regarding long-term retention, the mean test scores were still significantly higher in both groups than before watching the video (p < 0.0001). For all test results, there was no significant difference between the groups (p > 0.05). The evaluation showed that the students highly appreciated the modified video and found the interruptions for repetition of previously learned knowledge useful.ConclusionThe hypothesis that the modification of instructional videos according to the sandwich principle would lead to an improved learning outcome could not be proved subjectively or objectively. Nevertheless, the teaching format was highly appreciated by the students and may have increased their motivation to learn with instructional videos.

【 授权许可】

CC BY